Artificial learning systems such as e-learning, multimedia Human or artificial tutors have to continuously and dynamically and hypermedia, and Intelligent Tutoring Systems (ITS) monitor and model all of the students activities are designed to support learning processes in order to facilitate (including problem solving processes, deployment of regulatory the acquisition, development, use, and transfer required processes, and so on), make complicated inferences to solve complex tasks. Besides their trivial duties about them, to ensure that learning is maximized. Students regarding content management, these systems have to interact and tutors need decision support capabilities in terms of social with different users, and support them with several decisional networks analysis, visualization tools of students behaviors processes. One of the most critical decisions includes in relation to the domain knowledge to be explored, those dealing with aspects of self-regulation. A paradigm shift changing task conditions, and dynamic aspects of the instructional is needed in this respect.

A true human-level learner should be able to deliberately construct its own knowledge, its processes of reasoning resulting in a new knowledge, its system of values and goals, and the scenario of its cognitive growth. These capabilities require a cognitive architecture of a new kind that supports metacognition, self-awareness and self-regulation. An example architecture design called Constructor is described in this work. The main distinguishing feature of this architecture is its virtually unlimited self-regulated cognitive growth ability. Other features include metacognition, self-awareness, and an intrinsic embodiment in virtual reality that is used, e.g., for active construction of cognitive and learning processes.

The Institute of Education Sciences (IES) provides funding opportunities for researchers to bring their knowledge of learning, cognitive science, and technology to bear on education practice. This panel describes opportunities available through the National Center for Education Research and the National Center for Special Education Research.

AAAI-10 will also include several special tracks, including the Nectar and Senior Member tracks, as well as specific research areas. Call for Papers for the main technical track and other tracks are available at www.aaai.org/aaai10.

The Association for the Advancement of Artificial Intelligence, in cooperation with Stanford University's Department of Computer Science, was pleased to present the 2009 Spring Symposium Series, held Monday through Wednesday, March 23–25, 2009 at Stanford University. The titles of the nine symposia were Agents that Learn from Human Teachers, Benchmarking of Qualitative Spatial and Temporal Reasoning Systems, Experimental Design for Real-World Systems, Human Behavior Modeling, Intelligent Event Processing, Intelligent Narrative Technologies II, Learning by Reading and Learning to Read, Social Semantic Web: Where Web 2.0 Meets Web 3.0, and Technosocial Predictive Analytics. The goal of the Agents that Learn from Human Teachers was to investigate how we can enable software and robotics agents to learn from real-time interaction with an everyday human partner. The aim of the Benchmarking of Qualitative Spatial and Temporal Reasoning Systems symposium was to initiate the development of a problem repository in the field of qualitative spatial and temporal reasoning and identify a graded set of challenges for future midterm and long-term research. The Experimental Design symposium discussed the challenges of evaluating AI systems. The Human Behavior Modeling symposium explored reasoning methods for understanding various aspects of human behavior, especially in the context of designing intelligent systems that interact with humans. The Intelligent Event Processing symposium discussed the need for more AI-based approaches in event processing and defined a kind of research agenda for the field, coined as intelligent complex event processing (iCEP). The Intelligent Narrative Technologies II AAAI symposium discussed innovations, progress, and novel techniques in the research domain. The Learning by Reading and Learning to Read symposium explored two aspects of making natural language texts semantically accessible to, and processable by, machines. The Social Semantic Web symposium focused on the real-world grand challenges in this area. Finally, the Technosocial Predictive Analytics symposium explored new methods for anticipatory analytical thinking that provide decision advantage through the integration of human and physical models.

Despite the fact that AI has always been adventurous in trying to elucidate complex aspects of human behaviour, only recently has there been research into computational modelling of humor. One obstacle to progress is the lack of a precise and detailed theory of how humor operates. Nevertheless, since the early 1990s, there have been a number of small programs that create simple verbal humor, and more recently there have been studies of the automatic classification of the humorous status of texts. In addition, there are a number of advocates of the practical uses of computational humor: in user-interfaces, in education, and in advertising. Computer-generated humor is still quite basic, but it could be viewed as a form of exploratory creativity. For computational humor to improve, some hard problems in AI will have to be addressed.

Many databases store data in relational format, with different types of entities and information about links between the entities. The field of statistical-relational learning (SRL) has developed a number of new statistical models for such data. In this paper we focus on learning class-level or first-order dependencies, which model the general database statistics over attributes of linked objects and links (e.g., the percentage of A grades given in computer science classes). Class-level statistical relationships are important in themselves, and they support applications like policy making, strategic planning, and query optimization. Most current SRL methods find class-level dependencies, but their main task is to support instance-level predictions about the attributes or links of specific entities. We focus only on class-level prediction, and describe algorithms for learning class-level models that are orders of magnitude faster for this task. Our algorithms learn Bayes nets with relational structure, leveraging the efficiency of single-table nonrelational Bayes net learners. An evaluation of our methods on three data sets shows that they are computationally feasible for realistic table sizes, and that the learned structures represent the statistical information in the databases well. After learning compiles the database statistics into a Bayes net, querying these statistics via Bayes net inference is faster than with SQL queries, and does not depend on the size of the database.

We discuss here the mean-field theory for a cellular automata model of meta-learning. The meta-learning is the process of combining outcomes of individual learning procedures in order to determine the final decision with higher accuracy than any single learning method. Our method is constructed from an ensemble of interacting, learning agents, that acquire and process incoming information using various types, or different versions of machine learning algorithms. The abstract learning space, where all agents are located, is constructed here using a fully connected model that couples all agents with random strength values. The cellular automata network simulates the higher level integration of information acquired from the independent learning trials. The final classification of incoming input data is therefore defined as the stationary state of the meta-learning system using simple majority rule, yet the minority clusters that share opposite classification outcome can be observed in the system. Therefore, the probability of selecting proper class for a given input data, can be estimated even without the prior knowledge of its affiliation. The fuzzy logic can be easily introduced into the system, even if learning agents are build from simple binary classification machine learning algorithms by calculating the percentage of agreeing agents.

It has long been recognized that users can have complex preferences on plans.  Non-intrusive learning of such preferences by observing the plans executed by the user is an attractive idea. Unfortunately, the executed plans are often not a true representation of user preferences, as they result from the interaction between user preferences and feasibility constraints. In the travel planning scenario, a user whose true preference is to travel by a plane may well be frequently observed traveling by car because of feasibility constraints (perhaps the user is a poor graduate student). In this work, we describe a novel method for learning true user preferences obfuscated by such feasibility constraints.  Our base learner induces probabilistic hierarchical task networks (pHTNs) from sets of training plans. Our approach is to rescale the input so that it represents the user's preference distribution on plans rather than the observed distribution on plans.

Explaining policies of Markov Decision Processes (MDPs) is complicated due to their probabilistic and sequential nature. We present a technique to explain policies for factored MDP by populating a set of domain-independent templates. We also present a mechanism to determine a minimal set of templates that, viewed together, completely justify the policy. Our explanations can be generated automatically at run-time with no additional effort required from the MDP designer. We demonstrate our technique using the problems of advising undergraduate students in their course selection and assisting people with dementia in completing the task of handwashing. We also evaluate our explanations for course-advising through a user study involving students.